RSD at UW – Stout Community of Practice Handbook for 2014-2015

Characterizing the RSD Framework within class and program contexts

Presented by: Sylvia Tiala Anne Kerber Kitrina Carlson

Material in this handbook is adapted from: RSD @ USP 200 – Level Courses - Handbook for workshops, December 2013: Embedding the skills associated with researching and problem solving n the curriculum available at http://www.research.usp.ac.fj/wp-content/uploads/2013/12/USP_Handbook_RSD_200courses_28Nov-2013-Copyrighted.pdf Copyright John Willison, Consultant for the University of the South Pacific, 2013. Use of this material does not imply endorsement by the copyright holder. Copyright Available under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US) . Tiala, S., Kerber, A., Carlson, K. (2014, August 28). RSD at UW- Stout: Community of Practice Handbook for 2014-2015.

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Table of Contents

Introduction by John Willison .….........................................................................………. 3

Welcome ………………………………………………………………………………………………………………… 4

Resources ………………………………………………………………………..………………………………………. 5

Rationale for the Research Skills Development Framework …………………………………….. 6

RSD Terminology………………………………………………………………………………………….…………… 9

Research Skill Development (RSD) Framework…………….……………………………………….…. 10

RSD Community of Practice ……………………………………………………….……………………………. 11

Outcomes …………………………..…………………………………………………………………………………… 11

Method of Evaluation …………………………………………………………………………………………….. 12

Tentative Timeline ………………………………………………………………………………………………….. 12

Activity 1: Define Your Application of the RSD ………………………………………………………. 17

Activity 1 Worksheet ……………………………………………………………………………………………… 18

Activity 2: Introducing Your Target Audience to the RSD ………………………………………. 19

Activity 2 Worksheet ……………………………………………………………………………………………… 23

RSD Facets for Recording Participant Responses …………………………………………………… 24

Goals: Activity 3 Worksheet ………………………………………………………………………………….. 25

UW – Stout’s RSD CoP Blog Response Template ……………………………………………………. 26

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RSD Handbook for UW – Stout 2014- 2015 Community of Practice Introduction University of Wisconsin Stout has taken on an ambitious project of providing undergraduate students with rich research experiences both in the curriculum and extra-curricular. As the campus explores the potential and the pitfalls of undergraduate research experience for all, it has embarked on a sensible strategy of conceptualizing first how to scaffold successfully the development of the skills associated with research in discipline-based and interdisciplinary contexts. To that end, the Community of Practice has already formed, debated, organized whole-of campus events and decided on a conceptualization of the teaching and learning processes that will inform this enterprise. This handbook was adapted and crafted to serve the CoP, outlining the Research Skill Development (RSD) framework as the conceptual model for this endeavor. The RSD conveys in overarching terms processes common to research in its many forms- literature, laboratory, clinical and field- and in its numerous discipline and interdisciplinary guises. This may be contrasted with research products, which differ markedly from context to context. Given the diversity of research experiences, the RSD will act as a conceptual glue, helping educators to be on the same page in discussions even when teaching aspects of research that look very different from each other. As a conceptual framework, it needs to be made real, to be adapted so that it will work in each context; this handbook serves this purpose of helping each UWS educator to make the RSD fit for purpose. I personally have immensely enjoyed my two visits to UWS, and found people to be warm, hospitable and deeply interested in their students’ learning. I look forward to hearing about how the CoP progresses, evolves and dynamically influences students as they progress through their undergraduate studies. This community has a good shot at providing a coherent thread of experiences to develop student research skills that students employ throughout their education and into employment or postgraduate study.

Dr John Willison, 28 August 2014 University of Adelaide, Australia

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Welcome UW Stout colleagues Kitrina Carlson, Anne Kerber and Sylvia Tiala are pleased to be collaborating with the Nakatiani Teaching and Learning Center and the 2014-2015 UW-Stout Research Skill Development Cohort in exploring John Willison’s Research Skills Development Framework. It will be exciting to determine ways in which we can explicitly and coherently develop students’ research skills, research literacies, and problem solving skills in the context of undergraduate education. This endeavor has its roots in a May, 2013 meeting of the Wisconsin System Council on Undergraduate Research (WiSCUR) where UW-Stout faculty members were introduced to John Willison’s Research Skills Development Framework (RSD). Willison’s subsequent visit to UW – Stout’s campus in November of 2013, and a workshop in July of 2014, paved the way for the development of the resources that we will be sharing.

Willison’s RSD Framework will be used as the vehicle to explore research-related topics across disciplines and guide conversations relative to developing students’ research skills. Our hope is to make a contribution to UW - Stout’s vision and enduring goals by promoting undergraduate research as a sound pedagogical practice.

Welcome to our community!

Anne Kitrina Sylvia

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Resources:

Websites for RSD Resources:

http://www.adelaide.edu.au/rsd/ The University of Adelaide’s Research Skill Development for curriculum design and assessment includes

links to the framework, evidence of effectiveness, discipline examples, sister frameworks, blogs and events.

http://www.research.usp.ac.fj/?page_id=135 The University of the South Pacific’s site includes training modules, reports, online training modules, and

RSD resources such as training manuals. This handbook is an adaptation of one of their training manuals following the creative commons license.

http://monash.edu/library/skills/rsd/ Monash University provides information regarding the collaboration between the library and

faculty/academic staff. Examples of collaborations are provided. Publications of Interest:

For the research article on ideas underlying RSD, please refer to the following: Willison, J. and O’Regan, K. (2007). ‘Commonly known, commonly not known, totally unknown: a

framework for students becoming researchers‘. Higher Education Research and Development, 26(4), 393-409. Available at: http://www.research.usp.ac.fj/wp-content/uploads/2013/11/RSD_Article.doc.

Boyer Commission on Educating Undergraduates in the Research University (1998.) Reinventing undergraduate education: A blueprint for America’s research universities. Available at: http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Available at: https://depts.washington.edu/gs630/Spring/Boyer.pdf.

Chandler, R., Carlson, K, Howarton, R., and Chandler, R. & Zaloudek, J. (Eds.). (In Progress, 2014). No Accommodations Needed: A Handbook for Accessible Course Design in Higher Education, MIP.

Willison, J. (2014). Outcomes and uptake of explicit research skill development across degree programs: Final report 2014. Office for Teaching and Learning/Department of Education. NSW: Sydney, Australia. Available at http://www.adelaide.edu.au/rsd/docs/pdf/RSD_degree_program_2014.pdf

Willison, J. (2012). When academics integrate research skill development in the curriculum. Higher Education Research and Development, 31: 905-919

Willison, J., Le Lievere, K. & Lee, I. (2010). Making research skill development explicit in coursework:

Final report 2010. Australian Learning & Teaching Council. NSW, Strawberry Hills. Australia. Available at http://www.adelaide.edu.au/rsd/evidence/study/RSD_in_coursework_with_appendices.pdf.

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Rationale for the Research Skill Development Framework This rationale is based on an article published in Willison, J. & O’Regan, K. (2007). Commonly known, commonly not know, totally unknown: A framework for students becoming researchers. Higher Education Research and Development vol. 26, no. 4, pp. 393-409. The article is available at http://www.tandfonline.com/doi/abs/10.1080/07294360701658609 I am neither especially clever nor especially gifted. I am only very, very curious. --Albert Einstein Undergraduate education and university research Undergraduate education has historically been seen in conflict with academics’ research agenda (Lane, 1996; Sample, 1972). Boyer’s revolutionary reconceptualization of scholarship, motivated by a concern to ‘break out of the tired old teaching versus research debate’ (Boyer 1990, p. xii) has suggested possibilities other than that seemingly entrenched ‘truth’ of research and teaching as necessarily competing endeavors. In this view, teaching and research are not perceived as being in opposition, but rather, as inextricably linked with one other (Brew, 2006). Within this paradigm, students are perceived as researchers who ‘observe and participate in the process of both discovery and communication of knowledge’ (The Boyer Commission on Educating Undergraduates in a Research University, 1998, p.18). Universities are ‘scholarly communities’ (Huber, 2003) and the purpose of undergraduate education is to induct students into that community. Lave and Wenger (1991) speak of learning as being ‘configured through the process of [the learner] becoming a full participant in a socio-cultural practice’ (p. 29), with learning corresponding to ‘increasing participation in communities of practice’ (p. 47). The ‘beginner’ develops ‘an increasing understanding of how, when and what about old- timers collaborate, collude and collide’ (p. 95); they learn to become members of a research community (Coppola, 2001; Brew, 2003a). So research skill development can be seen as an underlying principle of all education, not as something restricted to ‘researchers’ engaging in activities which compete with their teaching demands. A framework for research skill development The emerging question is, why is the research work done as part of undergraduate study not explicitly identified as such more often? Undergraduate research is possible, and is presently being conducted in some disciplines; yet many problems remain as barriers to its wider implementation. One of these problems, at least, is potentially addressable: The conceptual difficulties faced in facilitating student research skills. This could be addressed by a framework that helps academics conceptualize how they could explicitly facilitate student research skill development. Research is motivated by curiosity or a need to know about how things are, and what they do or may do. Einstein claimed that his redeeming feature, in terms of research, was not cleverness or giftedness, but that ‘I am only very, very curious’, and while we may question his self-assessment in relation to cleverness and giftedness, what he says does underscore the pre-eminent characteristic of research: namely, to wonder why. To research, we embark on a voyage of discovery launched by curiosity or need. Children have this capacity to wonder early in life. However, to be maintained, this desire to embark on inquiry needs to be nurtured. Education should lead students to ask research questions of increasing sophistication, specificity, depth and breadth that set them on a journey towards making the unknown known.

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Conceptualizing and facilitating this journey is a task for all educators, and especially lecturers of undergraduates. At most levels of education, students’ research knowledge that is unknown to themselves, but which is commonly known to others. This research typically takes the form of assignments which are prescribed by others. As a student’s education progresses, their research moves into a discipline discourse with concepts, language and conventions unknown to those outside that discipline. Research at this level is into the commonly not known. As students become well-acquainted with the canon of a discipline and its research techniques, they may be ready—probably at postgraduate level—to research gaps into or even extend the field, into areas previously unknown to humankind. Whether researching into the commonly known, the commonly unknown or the totally unknown, the process may equally be labelled researching or learning: ‘research is learning’ (Brew, 1988 cited in Brew & Boud, 1995, p.267). Assignment tasks frequently require students to be involved in a process of research, though this is seldom made explicit. All associated activities which could be broadly identified as ‘research’ can be located on the research continuum, placing a first-year library or internet research assignment on the same continuum as PhD research: the associated set of skills are often the same, but what varies from first year to PhD is the degree of rigor, the level of specialization and complexity of the discourse, the scope, depth and methodological framework applied to the inquiry process, and the extent of ‘unknownness’ of the topic under research. The fundamental facets of inquiry are identical, with common processes being acted out across all research endeavors. This notion of the commonality of research processes underpins the two models we drew upon to identify facets of research, namely the ANZILL (2004) Standards and Bloom’s Taxonomy (Bloom, et al. 1956). The ANZILL Standards comprehensively describe ‘the skills or competencies that together make for effective and appropriate use of information’ (CILIP 2005), this use being an essential and major part of the research process. Bloom’s Taxonomy was developed initially to ‘help one gain a perspective on the emphasis given to certain behaviors by a particular set of educational plans… so that it becomes easier to plan learning experiences and prepare evaluation devices’ (Bloom et. al., 1956, p.2). Although the Taxonomy was first published fifty years ago, it has been consistently applied to teaching and learning contexts since that time (see, for example, Ormell, 1974; Furst, 1981; Anderson, Sosniak & Bloom, 1994; Krathwohl, 2002) and so provided another widely-applicable framework. Willison and colleagues considered relevant to research-as-learning. Drawing together elements from these two models led us to specify six facets of the research process: namely, that students embark on inquiry and so determine a need for knowledge/understanding, find/generate needed information/data using appropriate methodology, critically evaluate information/data and the process to find/generate them, organize information they have collected/generated, synthesize and analyze new knowledge, and communicate knowledge and understanding and the processes used to generate them. As well as these facets, there are variables which span across the whole research process. One of these is the degree of ‘knownness’; another is the degree of student autonomy in the research activity. Autonomy is widely acknowledged as an important aim in education (Boud, 1988; Bruce, 1995; Butler, 1999; Fazey & Fazey, 2001). Autonomy in the research context ranges from student engagement with closed inquiries directed towards a pre-determined outcome, involving a high level of structure and guidance and using prescribed methods and processes, through to open inquiries involving high levels of autonomy and self-determination in terms of what is investigated and how the investigation is done. Inquiries can be classified as ‘closed’ (lecturer-specified) or ‘open’ (student-specified) in relation to: the question, hypothesis or aim of the task; the procedure followed or equipment used; and the answer, resolution or need for further inquiry which is arrived at (Hackling & Fairbrother, 1996).

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Drawing together the facets of research with the degree of student autonomy, Willison and colleagues devised a conceptual framework based on an earlier formulation (Willison & O’Regan, 2005), from which to hang conceptions of student research skill and its development. This is the Research Skill Development framework, the rows of which correspond to the six major student research facets, with the double-ended vertical arrow indicating that the movement through these facets is not linear, but recursive. Students researching may find, for example, whilst synthesizing (Facet E) information and data, that they need to reframe their research question (Facet A). Nevertheless, there is a general progression from Facet A, leading ultimately to Facet F. The five columns in the table represent the degree of student autonomy, with Level I corresponding to a low degree of autonomy and describing students working at a level of a closed inquiry, requiring structure and guidance, and Level V corresponding to a high degree of autonomy and describing students functioning at the level of open inquiry. The labelling of the facets and levels with successive letters and numbers is not meant to imply that a student progresses through them in a linear, pre-determined way. Nor will a student necessarily, at any one time, be functioning at the same level for all the specified facets. The progression for each student is recursive as well as context-, task- and discipline-specific. An individual student may engage in research behavior which corresponds to their own individual pathway through the table, moving to higher or lower levels in each facet depending on the variables of context, task and discipline: a student may, at one time and in one context, be functioning for Facet A at Level II, for Facet C at Level V and for Facet D at Level III, while at another (or the same) time, in another context, their position may be represented by a different cluster of cells. Students may go though many Level I to Level V cycles when researching the commonly known in undergraduate studies (or earlier). As they progress towards researching the commonly unknown, they may move through those same cycles several more times, finally arriving at the cutting edge of research into the totally unknown. Yet here again they may need guidance, starting at level I or II, until the autonomy of Level V is realizable, and at which point the student is applying the ‘standards’ of rigor and impact (Glassick et al., 1997) required to generate knowledge new to humankind. The RSD framework is designed primarily as a conceptual tool for diagnosis and planning, promoting understanding and interpretation of both potential and realized student research skill development.

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RSD Terminology: Definitions of key terms that are specific to the RSD approach are given below. Facet of Inquiry: A facet of inquiry is an element of the research

process. In the RSD the six facets are based on and build on from the stages of Bloom’s Taxonomy, but are not considered hierarchical or linear; students may undertake all or some of the facets at different points during an assessment task or engagement with a text.

Level: A level of the RSD represents the extent of autonomy in research that a student can achieve or has achieved. Although these levels are arranged in a progression, they are not necessarily a hierarchical construct and do not imply a linear progression from Level 1 to Level 5; a student’s location within the levels is context-dependent and individualized.

Comprehensive rubric: A comprehensive rubric gives detailed marking criteria for each facet and level. This allows criteria to be extremely explicit and objectives to be completely clear, and feedback to be extremely detailed. It also allows students to have a clear idea from the outset about what they must do to achieve a target grade.

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RSD Community of Practice

The 2014 – 2015 Research Skills Development Framework Community of Practice was developed in response to the fall 2013 engagement sessions at the University of Wisconsin – Stout and the recurring theme of research in the classroom. A charge for UW-Stout’s Creative Original Research Experiences committee (CORE) to create a sharing community aimed at helping faculty and instructional staff get started with research in the classroom came from the Chancellor’s office in October of 2013.

CORE was ready to meet the challenge. CORE members had been introduced to the Research Skills Development Framework (RSD) and the work of John Willison of the University of Adelaide in South Australia at a May meeting of the Wisconsin System Council on Undergraduate Research (WiSCUR). John Willison accepted an invitation to visit UW-Stout’s campus in November of 2013 bringing with him resource materials and presenting his framework. This presentation laid the foundation for Willison’s July of 2014 workshop introducing the RSD framework to Stout’s campus-wide community and participants in this community of practice.

Outcomes

The proposed outcomes following from Willison’s presentation and this RSD community of practice (CoP) include the following:

By the end of the RSD CoP, participants will:

1) Begin a campus dialogue for understanding how RSDF skills are embedded in classes/degree programs.

2) Refine the RSD framework for selected programs/classes in their college. 3) Develop course-based materials integrating the RSD framework 4) Collect baseline data to inform the campus of how the RSD framework profile aligns with

the selected programs, college and University missions.

Participants will be expected to produce:

1) A refined RSD framework applicable to selected courses and/or programs. 2) Research-related curriculum materials suitable for integration at the course level. 3) Reflections on how programs align with course/program outcomes and the campus mission. 4) A report on the process to program directors, Deans’ Council, Assistant Chancellor,

Associate Vice Chancellor, and the Chancellor’s Advisory Committee.

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Method of Evaluation:

We anticipate using multiple methods to evaluate UW-Stout’s Community of Practice. We are proposing to use blog posts, questionnaires, and newly – developed curriculum materials to assess questions such as:

1) What concerns do participants face as they begin the process of implementing the RSD Framework into their courses?

2) What “best practice” processes can be used to identify and engage supporting units (i.e. library, McNair Scholars program, Honors College, etc.) with the RSD Framework?

3) How well do program directors feel the RSD profile and revised framework accurately reflects the RSD embedded in their program/courses?

4) How well do individual instructors feel the RSD profile and revised framework accurately reflects the RSD embedded in their program/courses?

Tentative Activities and Proposed Meeting Schedule

Meeting Date

Tentative Timeline

July 2 John Willison on-campus visit and working session with RSD Community of Practice

Week of Aug. 25

Please review for common reference: • Explanation of RSD found at

https://www.youtube.com/watch?v=H_35rzH0bXc&feature=youtu.be

• Willison, J. (2012). When Academics integrate research skill development in the curriculum. Higher Education Research and Development, 31: 905-919

• Willison, J. and O’Regan, K. (2007). ‘Commonly known, commonly not known, totally unknown: a framework for students becoming researchers‘. Higher Education Research and Development, 26(4), 393-409. Available at: http://www.research.usp.ac.fj/wp-content/uploads/2013/11/RSD_Article.doc.

• Review web page http://www.adelaide.edu.au/rsd/framework/explanation/#approaches and Definition of Research through A Framework for Research Skill Development

At meeting:

1. Overview of CoP – how it started; what are the goals and intended outcomes 2. Responsibility/commitment related to CoP 3. Meeting schedule – when and set up times 4. Review Willison visit 5. Point to RSD website(s) - www.adelaide.edu.au/rsd/ 6. Discuss requirements for documenting progress.

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Prepare for Discussion: 1. Review:

http://www.adelaide.edu.au/rsd/framework/RSD_Module1_Introducing_Facets.mp4 which shows the 6 facets of the RSD and come up with one for your own classroom

2. Read: http://www.adelaide.edu.au/rsd/evidence/study/RSD_in_coursework_with_appendices.pdf through page 14. Think about how you might adapt the process described to your situation. Generate ideas with how to introduce the RSD into a class/program (your own or others). To be discussed during the week of September 8.

3. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template.

Week of Sept. 8

Continue discussion of the RSD Framework and how it can be applied to courses and/or programs and its benefits. Discussion could address how participants see the framework mapping onto their own disciplines. At Meeting:

1. Review blog posts. 2. Discuss how you will use the RSD Framework in your class/program 3. Activity 1: Defining Your Application of the RSD (Purpose & Timeline) 4. Activity 2: Introducing Your Target Audience to the RSD

(Adapted from the RSD @ USP – 200 Level Courses at http://www.research.usp.ac.fj/wp-content/uploads/2013/12/USP_Handbook_RSD_200courses_28Nov-2013-Copyrighted.pdf

5. SEDL’s “Stages of Concern Questionnaire” (permission pending)

Prepare for Discussion: 1. Review examples of other campuses who have used the RSD framework (USP,

Adelaide, and other websites you find). 2. Define Your Application of the RSD. Use Activity Worksheet 1 to help formulate

your response. 3. Generate the materials needed to carry out the plan. Use Activity Worksheet 2

to help formulate your response.

4. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template. Think about:

a. What will you develop?

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b. How will you use the materials you develop c. What is the timeline for implementation?

Week of Sept 22

Discuss individuals’ ideas as to how to introduce the RSD framework to students/peers and begin a discussion related to analyzing the framework within a specified context with personal relevance. At Meeting:

1. Review blog posts 2. Discuss examples found online

Prepare for Discussion:

1. Read “Making Research Skill Development Explicit in Coursework: Final Report” at http://www.adelaide.edu.au/rsd/evidence/study/RSD_in_coursework_with_appendices.pdf. Read pages 30 & 31.

2. Read WGS STAR Report at http://www.research.usp.ac.fj/wp-content/uploads/2013/11/WG5_REPORT_on_RSD.pdf

3. Complete Worksheet 3: Align your project with university, program and course goals.

4. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template.

Week of Oct 6

Invite Byron Anderson and Desiree Budd to meet with participants and describe how they have implemented the RSD profile within their programs and courses.

At Meeting: 1. Review blog postings 2. Ask questions relative to presentations

Prepare for Discussions: 1. Use resource list and the Internet to explore how the RSD Framework is being

used at other universities. 2. Review the WGS STAR Report.

a. Attend to how the RSD aligns with the university b. Review your Alignment Worksheet 3

3. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template.

Week of Oct 20

Present initial ideas for how to implement the RSD framework into an assignment, course or program. Discussions could address areas fit and/or modification of the framework.

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At Meeting: 1. Review blog 2. Discuss how to implement RSD framework into course or program 3. As a group start to make a graphic like that of the WGS STAR Report indicating

how the RSD aligns with university and program goals. Worksheet 3 will help facilitate this

Prepare for Discussions:

1. Work to refine the graphic indicating alignment 2. Review RSD @ USP 200 – Level Courses: Handbook for workshops at

http://www.research.usp.ac.fj/?page_id=135 3. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template.

Week of Nov. 3

Invite Byron Anderson and Desiree Budd to continue working with participants. At Meeting:

1. Review blog. 2. Discuss assessing using the RSD framework within context of classes. 3. Generate list of questions (if they remain) to send to John Willison to relative to

using the RSD framework in an assignment, course or program. 4. Discuss specific strategies to engage other communities (McNair Scholars,

Library, etc.) in the CoP. Prepare for Discussion:

1. Continue reviewing RSD @ USP 200 – Level Courses: Handbook for workshops at http://www.research.usp.ac.fj/?page_id=135

2. Update program directors/deans/others regarding use of your RSD framework. 3. Post to blog (or alternative) using UW-Stout’s RSD CoP Blog Template.

Week of Nov. 17

Participants present their initial ideas for how to assess the ways they are planning to implement the RSD framework into their assignment, course or program. Discussion could address areas of uniformity/consistency across different academic areas. At Meeting:

1. Review blog 2. Present and discuss initial ideas for assessing project 3. Finalize a graphic that depicts integration of RSD at UW – Stout

Preparing for Discussion:

1. Start IRB process for spring project 2. Volunteer to help coordinate bringing other participants (library, McNair

scholars, etc.) into the CoP.

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Week of Dec. 8

Participants present their final plan (including assessment) for incorporating the RSD framework into an assignment, course, or program for Spring 2015.

At Meeting: 1. Review blog 2. Listen to presentations 3. Generate spring semester timeline

Preparing for Discussion: 1. Work on IRB forms 2. Finalize plans RSD integration into your course

Week of Jan. 19

Prior to meeting, ask participants to consult with program directors/deans about their RSD pilots. This meeting could be an opportunity to discuss issues emerging during these conversations and address how to handle them.

1. SEDL’s “Stages of Concern Questionnaire” (permission pending) 2. IRB forms submitted for approval.

Week of Feb. 2

Ask participants to report on initial data collection and analysis. This meeting could be an opportunity to discuss issues emerging from the pilots and how to handle them.

Week of Feb. 16

Participants will provide a preliminary report on their data to Assistant Chancellor Meredith Drzakowski and Associate Vice Chancellor Glendali Rodriguez. The goal of this meeting is to receive feedback on further strategies for data collection and alignment with other campus initiatives.

Week of Mar. 2

Participants will continue to work on data collection and analysis. Participants will identify next steps for framework development.

Week of Mar. 23

Participants will hold a meeting with chairs and program directors to suggest next steps for framework development.

Week of Apr. 6

Participants will finalize data analysis.

Week of Apr. 20

Participants will present the results to PDs, Deans, Chairs, and other interested individuals during an open house and/or poster session.

Participants will discuss dissemination plans and platforms for their individual projects. During May

Participants will present to the Chancellor’s Advisory Committee, possibly in collaboration with John Willison. Final RSD profiles will be released via website, email, and potentially during a May Day presentation. Participants will debrief and discuss next steps/continuation.

1. SEDL’s “Stages of Concern Questionnaire” (permission pending)

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Activity 1: Define Your Application of the RSD

The RSD Framework is a flexible tool that can be used at the course, the program and at the college level. Its flexibility and ease of adaptation, while creating a common framework, adds to its appeal. In our RSD Community of Practice we will be tailoring the RSD to your needs. The established goals of this community of practice are to:

1. Begin a campus dialogue for understanding how RSD Framework skills are embedded in degree programs.

2. Refine the RSD framework for a selected program (or course) in a college 3. Collect baseline data to inform the campus of how the RSD Framework profile aligns with

selected programs, college and university missions. As we continue with our RSD Community of Practice will be expected to

• Create a refined RSD framework that meets the needs of a selected course/program • Create a course/program-based tool for assessing the RSD. • Reflect on how our RSD efforts align with course/program outcomes and the campus mission. • Report on the process to program directors, Deans’ Council, Assistant Chancellor, Associate

Vice-Chancellor and the Chancellor’s Advisory Committee. Task: Review: http://www.adelaide.edu.au/rsd/framework/RSD_Module1_Introducing_Facets.mp4 which shows the 6 facets of the RSD and come up with one for your own classroom (about 20 minutes) Read: http://www.adelaide.edu.au/rsd/evidence/study/RSD_in_coursework_with_appendices.pdf Up to “Project Deliverables” on page 13. Answer the following questions using method agreed to by UW-Stout’s RSD Learning Community. Use the Activity 1 Worksheet to help frame your answers,

1. How are you planning on using/modifying the RSD? Please identify specifically how you are using the RSD within a course or program context.

2. Who is your target audience (students, peers, program director, other)? 3. How do your efforts fit within a specific program and with the university mission? 4. What is your timeline for implementation?

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Activity 1 Worksheet Name:

Target Audience: Describe your target audience: (Who will you target in your activity? Students? Peers? Number of individuals involved, etc.) Plans for using/modifying the RSD within a course/program context: Ties to specific program goals and university mission: Timeline for implementation:

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Activity 2: Introducing Your Target Audience to the RSD

As you start to work with the RSD framework you will be introducing it to your students, peers, and administrators. In order to start a conversation you will need to take time to get others up to speed on the framework and discuss how it will impact the assessment or discussion task at hand. Think about how you might adapt the process described to your situation. Generate ideas as to how you will introduce the RSD to your target audience, as defined in Activity 1, to facilitate discussion after you have watched Willison’s examples at found in his first module found at: http://www.adelaide.edu.au/rsd/framework/RSD_Module1_Introducing_Facets.mp4.

Task: Devise a way to introduce your target audience to the RSD framework by having them

• Derive the facets of the RSD • Unpack the RSD Framework in the context you have identified • Link the facets of the RSD Framework to your course/program

As you develop your strategy make sure to consider that your approach utilizes the five Ss:

o Stimulating: How is your introduction social interactive and cognitively engaging? o Same: Small groups are all working on identical tasks o Single-view: Materials conveying ideas are conveyed in one slide or on one sheet of paper. o Short timeframe: 2 – 3 minutes (or other as appropriate) o Self-aware: Target audience is required to be metacognitive. Their thinking is visible.

Prepare the following materials and disseminate using the method agreed to by UW-Stout’s RSD Learning Community. Use the Activity 2 Worksheet to help frame your answers.

1. Single page introduction

2. Materials used for implementation

3. Timeframe for implementation

Some ideas to help get started: • Use the stimulus examples on the following pages to develop a discipline-specific activity for

you/your peers to examine the facets of the RSD in context of your class/program. • Log on to the USP’s web site at http://www.research.usp.ac.fj/?page_id=147. Use the posted

UU100 and UU114RSD – based marking criteria as examples to use as you revisit the skills begin developed and assessed in your course/program

• Adapt the attached example, utilize Stout’s RSD Cop discussion/blog to help formulate ideas.

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Examples: 1: Wikipedia is a reliable source for information:

a. Reasons this may be true b. Reasons this may be false

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3. Should I reply to find scholarships for students? a) Reasons I would click to find available scholarships b) Reasons I would not click to find available scholarships

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3: UW – Stout School of Education Example – Program Level This activity will be used to introduce faculty in the School of Education to the RSD framework. Faculty associated with Career and Technical Education will be the target audience. This activity will be the first of several used to discuss connection between the RSD Framework and a new initiative to assess pre-service student teachers called the edTPA.

Assumptions made when implementing this activity: • Participants are well-versed in the edTPA • Participants will take time to review the RSD Framework before the conversation begins • Discussion relative to how the edTPA relates to the RSD Framework will take longer than the original 2- 5

minute introductory activity. • An ongoing goal is to spark further discussion related to the RSD Framework as it applies to CTE programs

and common courses within CTE programs.

Implementation: • Invite program director/peers to participate in discussion Distribute the RSD Framework • Ask to have the RSD Framework put on department meeting agendas • Use the following graphic to begin the discussion

Question: Compare the RSD Framework to the edTPA What are the similarities between the RSD Framework and the edTPA? What are the differences between the RSD Framework and the edTPA ?

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Activity 2 Worksheet Name:

Organization of Activity: You may organize your activities as you see fit. The following are guidelines to help facilitate your activity.

Single Page Graphic: Insert the graphic you are planning to use here. The one-page graphic will provide a way to orient the target audience and help frame your discussion. Two Lists: What are the 2 lists your audience will create during the introductory, 2 minute, activity? Refer to the graphic in Activity 2 for an example.

Graphic and Class/Program Application

List 1 Descriptor List 2 Descriptor

Use this space to verbally describe the graphic you are using. Then delete the text.

List 1 Question inserted here

List 2 Question inserted here

How will you capture comments from your group? Describe your strategy. You may want to use a template similar to that found on the next page.

Timeframe for implementation Describe how long you anticipate it will take to implement this activity

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RSD Facets for Recording Participant Responses Facets (hide these until participants complete the second column.

Embark and Clarify

Find and Generate

Evaluate and Reflect

Organize and Manage

Analyze and Synthesize

Communicate and Apply Ethically

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Goals: Activity 3 Worksheet

Complete the chart below after reading the WGS STAR Report at http://www.research.usp.ac.fj/wp-content/uploads/2013/11/WG5_REPORT_on_RSD.pdf. Use your identified project and the class/program context you are targeting to more clearly define how your project ties to the university/college/program/course goals.

Name:

UW – Stout Enduring Goals Explanation of ties to your project.

Goal 1: Offer high quality, challenging academic programs hat influence and respond to a changing society.

Goal 2: Preserve and enhance our educational processes through the application of active learning principles.

Goal 3: Promote excellence in teaching, research, scholarship and services.

Goal 4: Recruit and retain a diverse university population.

Goal 5: Foster a collegial, trusting and tolerant campus climate.

Goal 6: Provide safe, accessible, effective, efficient and inviting physical facilities.

Goal 7: Provide responsive, efficient and cost-effective educational support programs and services.

College Goals:

Program Goals:

Course Goals:

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UW – Stout’s RSD CoP – Blog Response Template: https://uwstoutrsd.wordpress.com/

What was my goal?

Here is what I accomplished.

These were my successes.

These were my challenges.

Resources I need to be successful.

Next steps:

Additional comments (optional):

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